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How to Complete the Behavior Support

Plan and Program Transition Plan

Templates and Online Data Entry

User Instruction Manual

Early Childhood September 2020

How to Complete the Behavior Support Plan and Program Transition Plan Templates and Online Data Entry

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Table of Contents Adopted Amendment for Early Childhood Programs ................................................................................. 3

Behavior Support Plan (Section 235.320) ................................................................................................ 3

Program Transition Plan (Section 235.330) ............................................................................................. 3

Reporting (Section 235.340) .................................................................................................................... 3

Templates for Data Capture ......................................................................................................................... 4

Behavior Support Plan Template ............................................................................................................. 4

Section: Educational Entity Information ............................................................................................. 4

Section: Student Information .............................................................................................................. 5

Section: Initial and Ongoing Behavior(s) ............................................................................................. 5

Section: Ongoing Communication with the Parents/Guardians ........................................................ 6

Section: Training, Technical Support, and Professional Development .............................................. 6

Section: Activities and Strategies to Promote Teacher-Child Relationships, and Timeline for

Intervention .......................................................................................................................................... 7

Section: Behavior Support Plan - SIS Data Elements .......................................................................... 7

Section: Signatures for Parties in Agreement with the Behavior Support Plan ................................. 8

Section: Behavior Support Plan - Intervention Action/SIS Data Elements ........................................ 9

Program Transition Plan Template ........................................................................................................ 11

Section: Educational Entity Information ........................................................................................... 11

Section: Student Information ............................................................................................................ 11

Section: Initial and Ongoing Behavior(s) ........................................................................................... 12

Section: Transition Determination – SIS Data Elements ................................................................... 12

Section: Transition Program Information – SIS Data Elements ........................................................ 14

Section: Summary of Where Child is Transitioning ........................................................................... 15

Section: Summary if Child did not Transition .................................................................................... 15

Section: Program Transition Plan - Intervention Action ................................................................... 16

Section: Outside Community Resources ........................................................................................... 17

Section: Ongoing Communication with the Parents/Guardians ...................................................... 18

Section: Signatures for Parties in Agreement with the Program Transition Plan ............................ 18

Student Information System (SIS) Data Entry ........................................................................................... 19

Access the Behavior Support Plan and Program Transition Plan ......................................................... 19

Behavior Support Plan Data Entry ..................................................................................................... 22

Program Transition Plan Data Entry .................................................................................................. 28


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Adopted Amendment for Early Childhood Programs Effective January 10, 2020, Subpart D was added to the Administrative Code at 44 Ill. Reg. 1942, which

applies to exclusionary discipline in early childhood programs that receive Early Childhood Block Grant

funding (Section 2-3.7(a)(7) of the School Code).

This exclusionary discipline amendment is comprised of a Behavior Support Plan, a Program Transition

Plan, and annual reporting requirements based on these Plans.

Behavior Support Plan (Section 235.320) Behavior Support Plan is defined in the amendment as “a written, planned and culturally and

linguistically appropriate schedule of action agreed upon by the program staff, parents/guardians, and

qualified professional resources assigned:

• to assist a child, a family, caregivers, programs or teachers, and directors on how the

program reflects on and modifies the program, classroom, and learning environment

practices; and

• to address the identification of serious and repeated patterns of challenging behavior.

The behavior support plan must be fully implemented before initiating the transition plan.” (Section

235.310 Definitions)

It is expected that all early childhood programs have written intervention policies that are shared with

parents/guardians at the time of entry/enrollment into the program.

Program Transition Plan (Section 235.330) Program Transition Plan is defined in the amendment as “an individualized, written, and culturally and

linguistically appropriate document developed by the departing and receiving early childhood programs,

parents or primary caregivers, and qualified professional resources detailing tasks and individual

responsibilities required to prepare for and then execute the move of the child from the current

program to a more appropriate arrangement with as little negative impact and disruption as possible.”

(Section 235.310 Definitions)

It is expected that all early childhood programs have transition policies that are shared with

parents/guardians at the time of entry/enrollment into the program.

Reporting (Section 235.340) No later than July 1 annually, early childhood programs must collect and report to the State Board of

Education the data from the Behavior Support Plan and Program Transition Plan for children from birth

to age 5 who are served by the program.


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Templates for Data Capture This section provides images of the templates designed by the Early Childhood Department to capture

data for the Behavior Support Plan and Program Transition Plan and defines how to complete the

templates.

The Behavior Support Plan and Program Transition Plan templates are editable PDF documents that can

be completed on the computer and then saved and/or printed. The templates are identified as “37-50B:

Early Childhood Block Grant (ECBG) Behavior Support Plan” and “37-50A: Early Childhood Block Grant

(ECBG) Program Transition Plan”, and are available on the following isbe.net webpages:

• “What’s New?” section on the main Early Childhood webpage

(https://www.isbe.net/Pages/Early-Childhood.aspx)

• “Resources” list on the left side of the Preschool for All (PFA) webpage

(https://www.isbe.net/Pages/Preschool-For-All.aspx)

• “Resources” list on the left side of the Preschool Expansion Model webpage

(https://www.isbe.net/Pages/Preschool-Development-Grant-Expansion-Grant.aspx)

• “Resources” list on the left side of the Prevention Initiative webpage

(https://www.isbe.net/Pages/Birth-to-Age-3-Years.aspx)

Behavior Support Plan Template The Behavior Support Plan template includes the following sections: (Click a section name in the list to

jump to that section.)

• Educational Entity Information

• Student Information

• Initial and Ongoing Behavior(s)

• Ongoing Communication with the Parents/Guardians

• Training, Technical Support, and Professional Development

• Activities and Strategies to Promote Teacher-Child Relationships and Timeline for Intervention

• Behavior Support Plan - SIS Data Elements

• Signatures for Parties in Agreement with the Behavior Support Plan

• Behavior Support Plan - Intervention Action/SIS Data Elements

Following are images from the template with instructions for completing each field for each of the

above sections.

Section: Educational Entity Information The Educational Entity Information section appears at the top of page 1 of the Behavior Support Plan

template, and includes the following fields:

https://www.isbe.net/Pages/Early-Childhood.aspxhttps://www.isbe.net/Pages/Preschool-For-All.aspxhttps://www.isbe.net/Pages/Preschool-Development-Grant-Expansion-Grant.aspxhttps://www.isbe.net/Pages/Birth-to-Age-3-Years.aspx


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Complete these fields as follows:

• Community-Based Organization (CBO) or School District Name – Enter the name of the CBO or

school district where the child is currently receiving services.

• CBO/District RCDT Number – Enter the 15-character RCDT for the CBO or school district where

the child is currently receiving services.

• ECBG Type – Click the box for the early childhood program the child is enrolled in. Only one box

can be selected.

Section: Student Information The Student Information section appears in the middle of page 1 of the Behavior Support Plan template,

and includes the following fields:


• First/Last Name – Enter the child’s first and last name.

• Date of Birth – Enter the child’s date of birth.

• Student Identification Number (SID) – Enter the child’s student identification number from the

Student Information System (SIS).

• Parent/Guardian Name – Enter the first and last name for the child’s parent or guardian.

• Phone – Enter the phone number for the child’s parent or guardian.

• Email – Enter the email address for the child’s parent or guardian.

Section: Initial and Ongoing Behavior(s) The Initial and Ongoing Behavior(s) section appears in the middle of page 1 of the Behavior Support Plan

template, and includes the following field:

Complete this field by entering initial and ongoing observations of challenging behaviors.

Challenging Behavior is defined in the amendment as “any serious and repeated pattern of behavior, or

perception of behavior, that interferes with a child’s ability to engage in developmentally appropriate

self-regulation and cognitive and prosocial engagement with peers or adults.” (Section 235.310

Definitions)

Repeated Pattern of Challenging Behavior is defined in the amendment as “behaviors that do not

respond to repeated developmentally appropriate practice interventions and result in a disrupted

learning environment for other children in the program. These include, but are not limited to, extreme


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prolonged tantrums, physical and verbal aggression, property destruction, self-injury, injury to others, or

withdrawal.” (Section 235.310 Definitions)

Section: Ongoing Communication with the Parents/Guardians The Ongoing Communication with the Parents/Guardians section appears at the bottom of page 1 of the

Behavior Support Plan template, and includes the following fields:


• Date – Enter the date that each communication occurred.

• Family Member/Guardian Name – Enter the first and last name of the family member or

guardian who was communicated with on each date.

• Summary of Communication – Enter a summary of the communication on each date.

• Method of Communication – Enter how the communication on each date took place, such as

via phone call, email, or in-person meeting.

• Length of Meeting/Call – If the communication took place via an in-person meeting or phone

call, enter how long the communication lasted on each date.

As indicated in the amendment, communication with the parents/guardians “may occur for several

reasons, including, but not limited to, better understanding of the child’s needs and circumstances or

challenges facing the family.” (Section 235.320 Behavior Support Plans)

Section: Training, Technical Support, and Professional Development The Training, Technical Support, and Professional Development section appears at the top of page 2 of

the Behavior Support Plan template, and includes the following field:

Complete this field by entering specific details about attempts made by the program to seek training,

technical support, and professional development resources to improve the ability of teachers,

administrators, program directors, and other staff.

As indicated in the amendment, these resources may be sought “to promote social-emotional

development and behavioral health, address challenging behaviors, and understand trauma and trauma-


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informed care, cultural competence, family engagement with diverse populations, the impact bias on

adult behavior, and the use of reflective practice techniques.” (Section 235.320 Behavior Support Plans)

Section: Activities and Strategies to Promote Teacher-Child Relationships, and Timeline for

Intervention The Activities and Strategies to Promote Teacher-Child Relationships, and Timeline for Intervention

section appears at the bottom of page 2 of the Behavior Support Plan template, and includes the

following fields:


• Specific strategies to promote teacher-child relationships – Enter the specific activities and

strategies that will support an increase in positive behaviors.

• Timeline for intervention – Enter the timeline for intervention.

• Data used to evaluation progress – Enter the data that will be used to evaluate progress, which

will be shared with the family/guardian.

Section: Behavior Support Plan - SIS Data Elements The Behavior Support Plan – SIS Data Elements section appears at the top of page 3 of the Behavior

Support Plan template, and includes the following fields:

The information completed in this section must be added to the Behavior Support Plan section of the

student’s active enrollment in the Student Information System (SIS). Refer to the “Student Information

System (SIS) Data Entry” portion of this document, beginning on page 19.


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• Plan Implemented Date – Enter the date the Behavior Support Plan is implemented. The date

must abide by the following rules:

o Must be before the Date Transition Recommended, which is the date the team has

recommended a transition after all interventions have been exhausted.

o Must be after the Enrollment Entry Date in SIS.

o Must be before or equal to the Enrollment Exit Date in SIS.

• Transition Recommended – Click the box for “Yes” if the child has been recommended for

transition to another program; click the box for “No” if the child has NOT been recommended

for transition to another program. Only one box can be selected.

o NOTE: If “Yes” is selected, you must also complete the Program Transition Plan

template.

• Date Transition Recommended – If the team has recommended the child be transitioned to

another program (i.e., Transition Recommended is “Yes”), enter the date this recommendation

was made. The date must abide by the following rules:

o Must be after the Plan Implemented Date provided on the Behavior Support Plan.

o Must be after the latest Intervention Date (i.e., the date an intervention occurred)

provided on the Behavior Support Plan. Refer to the “Behavior Support Plan - Invention

Action/SIS Data Elements” section below.



As indicated in the amendment, “Any child who, after documented attempts have been made to meet

the child’s individual needs, demonstrates inability to benefit from the type of care offered by the early

childhood program, or whose presence is detrimental to the group, may be recommended for initiation

of a program transition plan.” (Section 235.320 Behavior Support Plans)

Section: Signatures for Parties in Agreement with the Behavior Support Plan The Signatures for Parties in Agreement with the Behavior Support Plan section appears at the bottom

of page 3 of the Behavior Support Plan template, and includes the following fields:

Indication of whether a signature is obtained must be added to the Behavior Support Plan section of the




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• Plan Signed by / Name of Program Staff Member – Enter the first and last name of the program

staff member who will be signing the Behavior Support Plan.

• Plan Signed by / Name of Program Administrator/Center Director – Enter the first and last

name of the program administrator/center director who will be signing the Behavior Support

Plan.

• Plan Signed by / Name of Parent/Guardian – Enter the first and last name of the parent or

guardian who will be signing the Behavior Support Plan.

• Plan Signed by / Name of Qualified Professional – Enter the first and last name of the qualified

professional who provided consultation and will be signing the Behavior Support Plan.

• Signature – Obtain a written signature for each party.

• Date – Enter the date the signature was obtained for each party.

Section: Behavior Support Plan - Intervention Action/SIS Data Elements The Behavior Support Plan – Intervention Action/SIS Data Elements section appears on page 4 of the

Behavior Support Plan template, and includes the following fields:

Except for Intervention Outcome, the information completed in this section must be added to the

Behavior Support Plan section of the student’s active enrollment in the Student Information System (SIS).

Refer to the “Student Information System (SIS) Data Entry” portion of this document, beginning on page

19.


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• Intervention Date – Enter the date that a single intervention occurred. If there are multiple

intervention dates, duplicate this page of the template to accommodate multiple interventions.

The date must abide by the following rules:


o Must be before the Plan Implemented Date provided on the Program Transition Plan (if

applicable).



• Intervention Type – Click the box for the type of intervention that occurred on the date

provided. Only one box can be selected.

o NOTE: If multiple intervention types occurred on the date provided, complete a

separate Intervention Action page for each intervention type.

• Qualified Professional Information – If the Intervention Type selected ends with an asterisk (*),

complete the following information:

o First and Last Name – Enter the first and last name of the qualified professional who

provided consultation.

o Type of Qualified Professional – Click the box for the Type of Qualified Professional who


▪ NOTE: Although multiple types can be selected on the template, only one type

can be selected in SIS; therefore, it is recommended to select the type that is

most appropriate for the intervention date and type specified.

o Number of Contact Hours with Program Leaders – Enter the number of hours that

program leaders had contact with the specified qualified professional. This must be a

whole number from 0 to 999 inclusive; round to the nearest hour.

o Number of Contact Hours with Program Staff – Enter the number of hours that

program staff had contact with the specified qualified professional. This must be a

whole number from 0 to 999 inclusive; round to the nearest hour.

o Number of Contact Hours with Family – Enter the number of hours the child’s family

had contact with the specified qualified professional. This must be a whole number from

0 to 999 inclusive; round to the nearest hour.

• Intervention Reason – Click the box for the reason the intervention occurred on the date


• Intervention Outcome – Enter the outcome of the intervention that occurred on the date

provided.

Qualified Professional is defined in the amendment as “an individual with a recognized professional title

such as, but not limited to, a child’s early childhood mental health consultant, licensed clinical social

worker, speech pathologist, or behavioral therapist. This individual should have expertise in early

childhood education practices, children’s behaviors, inclusion, applied behavior analysis, infant/early

childhood mental health, or the impact of trauma.” (Section 235.310 Definitions)


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Program Transition Plan Template The Program Transition Plan template includes the following sections: (Click a section name in the list to

jump to that section.)

• Educational Entity Information

• Student Information

• Initial and Ongoing Behavior(s)

• Transition Determination – SIS Data Elements

• Transition Program Information – SIS Data Elements

• Summary of Where Child is Transitioning

• Summary if Child did not Transition

• Program Transition Plan - Intervention Action

• Outside Community Resources

• Ongoing Communication with the Parents/Guardians

• Signatures for Parties in Agreement with the Program Transition Plan

Following are images from the template with instructions for completing each field for each of the

above sections.

Section: Educational Entity Information The Educational Entity Information section appears at the top of page 1 of the Program Transition Plan



• Community-Based Organization (CBO) or School District Name – Enter the name of the CBO or

school district where the child is currently receiving services.

• CBO/District RCDT Number – Enter the 15-character RCDT for the CBO or school district where

the child is currently receiving services.

• ECBG Type – Click the box for the early childhood program the child is enrolled in. Only one box

can be selected.

Section: Student Information The Student Information section appears in the middle of page 1 of the Program Transition Plan



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• First/Last Name – Enter the child’s first and last name.

• Date of Birth – Enter the child’s date of birth.

• Student Identification Number (SID) – Enter the child’s student identification number from the

Student Information System (SIS).

• Parent/Guardian Name – Enter the first and last name for the child’s parent or guardian.

• Phone – Enter the phone number for the child’s parent or guardian.

• Email – Enter the email address for the child’s parent or guardian.

Section: Initial and Ongoing Behavior(s) The Initial and Ongoing Behavior(s) section appears at the bottom of page 1 of the Program Transition

Plan template, and includes the following field:

Complete this field by entering initial and ongoing observations of challenging behaviors.

Challenging Behavior is defined in the amendment as “any serious and repeated pattern of behavior, or

perception of behavior, that interferes with a child’s ability to engage in developmentally appropriate

self-regulation and cognitive and prosocial engagement with peers or adults.” (Section 235.310

Definitions)

Repeated Pattern of Challenging Behavior is defined in the amendment as “behaviors that do not

respond to repeated developmentally appropriate practice interventions and result in a disrupted

learning environment for other children in the program. These include, but are not limited to, extreme

prolonged tantrums, physical and verbal aggression, property destruction, self-injury, injury to others, or

withdrawal.” (Section 235.310 Definitions)

Section: Transition Determination – SIS Data Elements The Transition Determination – SIS Data Elements section appears at the top of page 2 of the Program

Transition Plan template, and includes the following fields:


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• Reason – Click the box that best defines the reason why the Program Transition Plan was

initiated. Only one box can be selected.

• Date / Plan Implemented – Enter the date the Program Transition Plan is implemented. The

date must abide by the following rules:

o Must be after the Date Transition Recommended provided on the Behavior Support

Plan.


• Date / ISBE Notification – Enter the date the State Board of Education was notified that the

child was considered for removal. The date must be no later than two weeks after the initiation

of the transition plan, and must abide by the following rules:



• Complete Qualified Professional Information below:







most appropriate.

o Hours With / Program Leaders – Enter the number of hours that program leaders had

contact with the specified qualified professional. This must be a whole number from 0

to 999 inclusive; round to the nearest hour.

o Hours With / Program Staff – Enter the number of hours that program staff had contact

with the specified qualified professional. This must be a whole number from 0 to 999

inclusive; round to the nearest hour.

o Hours With / Family – Enter the number of hours the child’s family had contact with the

specified qualified professional. This must be a whole number from 0 to 999 inclusive;

round to the nearest hour.

As indicated in the amendment, “Any child who, after documented attempts have been made to meet

the child’s individual needs, demonstrates inability to benefit from the type of care offered by the early

childhood program, or whose presence is detrimental to the group, may be transitioned to a different

early childhood program.” (Section 235.330 Program Transition Plans)




The information completed in this section must be added to the Program Transition Plan section of the




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Section: Transition Program Information – SIS Data Elements The Transition Program Information – SIS Data Elements section appears at the bottom of page 2 of the

Program Transition Plan template, and includes the following fields:


• Transitioned Program Name – Enter the name of the program the child is being transitioned to.

• Transitioned Date – Enter the date the child transitioned to the new program. The date must

abide by the following rules:

o Must be after the Plan Implemented Date provided on the Program Transition Plan.


• RCDTS – If the serving RCDTS of the program the child transitioned to is known, enter this code.

• DCFS License – If the DCFS (Department of Child and Family Services) License number of the

program the child transitioned to is known, enter this number. Alphanumeric characters with a

hyphen are allowed, up to 10 characters.

• Transitioned Program City – Enter the city where the program the child transitioned to is

located.

• State – Enter the state where the program the child transitioned to is located. If the program is

out of the country, enter 00.

• ZIP Code – If the program the child transitioned to is located within the United States, enter the

zip code for the program. Both 5-digit and 9-digit zip codes are acceptable.

• Referral Status – If the child has been referred due to a suspected disability, click the box for the

appropriate referral status. Only one box can be selected.

The information completed in this section must be added to the Program Transition Plan section of the




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Section: Summary of Where Child is Transitioning The Summary of Where Child is Transitioning section appears at the top of page 3 of the Program

Transition Plan template, and includes the following field:

Complete this field by entering a summary of where the child is transitioning.

Section: Summary if Child did not Transition The Summary if Child did not Transition section appears at the bottom of page 3 of the Program

Transition Plan template, and includes the following field:

Complete this field by entering a summary if the child did not transition.


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Section: Program Transition Plan - Intervention Action The Program Transition Plan – Intervention Action section appears on page 4 of the Program Transition

Plan template, and includes the following fields:


• Intervention Date – Enter the date that a single intervention occurred. If there are multiple

intervention dates, duplicate this page of the template to accommodate multiple interventions.

The date must abide by the following rules:


o Must be before the Plan Implemented Date provided on the Program Transition.



• Intervention Type – Click the box for the type of intervention that occurred on the date


o NOTE: If multiple intervention types occurred on the date provided, complete a

separate Intervention Action page for each intervention type.

• Qualified Professional Information – If the Intervention Type selected ends with an asterisk (*),

complete the following information:






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most appropriate for the intervention date and type specified.

o Number of Contact Hours / Program Leaders – Enter the number of hours that program

leaders had contact with the specified qualified professional. This must be a whole

number from 0 to 999 inclusive; round to the nearest hour.

o Number of Contact Hours / Program Staff – Enter the number of hours that program

staff had contact with the specified qualified professional. This must be a whole number

from 0 to 999 inclusive; round to the nearest hour.

o Number of Contact Hours / Family – Enter the number of hours the child’s family had

contact with the specified qualified professional. This must be a whole number from 0

to 999 inclusive; round to the nearest hour.

• Intervention Reason – Click the box for the reason the intervention occurred on the date


• Intervention Outcome – Enter the outcome of the intervention that occurred on the date

provided.






Section: Outside Community Resources The Outside Community Resources section appears at the top of page 5 of the Program Transition Plan



• Outside Community Resource Name – Enter the name of community resources utilized. If

multiple community resources are utilized, enter each name on a separate line.

• Community Resource Provided – Enter the community resource provided for each community

resource name.

• Dates Community Resource Utilized – Enter the dates the community resource was utilized for

each community resource name.


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Section: Ongoing Communication with the Parents/Guardians The Ongoing Communication with the Parents/Guardians section appears in the middle of page 5 of the

Program Transition Plan template, and includes the following fields:


• Date – Enter the date that each communication occurred.

• Family Member/Guardian Name – Enter the first and last name of the family member or

guardian who was communicated with on each date.

• Summary of Communication – Enter a summary of the communication on each date.

• Method of Communication – Enter how the communication on each date took place, such as

via phone call, email, or in-person meeting.

• Length of Meeting/Call – If the communication took place via an in-person meeting or phone

call, enter how long the communication lasted on each date.

Section: Signatures for Parties in Agreement with the Program Transition Plan The Signatures for Parties in Agreement with the Program Transition Plan section appears at the bottom

of page 5 of the Program Transition Plan template, and includes the following fields:


• Plan Signed by / Name of Program Staff Member – Enter the first and last name of the program

staff member who will be signing the Program Transition Plan.

• Plan Signed by / Name of Program Administrator/Center Director – Enter the first and last

name of the program administrator/center director who will be signing the Program Transition

Plan.

Indication of whether a signature is obtained must be added to the Program Transition Plan section of the




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• Plan Signed by / Name of Parent/Guardian – Enter the first and last name of the parent or

guardian who will be signing the Program Transition Plan.

• Plan Signed by / Name of Qualified Professional – Enter the first and last name of the qualified

professional who provided consultation and will be signing the Program Transition Plan.

• Signature – Obtain a written signature for each party.

• Date – Enter the date the signature was obtained for each party.

Student Information System (SIS) Data Entry This section provides images of the SIS screens for the Behavior Support Plan and Program Transition

Plan and defines how to complete the data entry.

The SIS application is accessed through IWAS with valid login credentials. Users from both the Home

RCDTS and Serving RCDTS with the following access levels can view, add, and edit the data for the

Behavior Support Plan and Program Transition Plan in SIS:

• RCDT General User

• RCDT Admin

• ROE Admin

• ISBE Admin

Access the Behavior Support Plan and Program Transition Plan The Behavior Support Plan and Program Transition Plan are available at the Enrollment level for early

childhood students aged 0 to 5.

After accessing SIS from within IWAS, complete the following steps to access the Behavior Support Plan

and Program Transition Plan for a student with an active enrollment:

1. Select “Search SID” in the left menu:


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2. Enter an early childhood student’s student identification number in the “SID” field OR enter the

additional required information, and then select “Search”:

3. Select “View Details” in the Action column for the correct student in the search results list:

4. Select “Student Enrollment” on the Search SID – Student Details screen:


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5. Select “View Details” for Behavior/Transition Plans on the Student Details screen:

6. If the enrollment is active and a Behavior Support Plan has NOT been created for the student,

there are options to create the plan or go back to the enrollment. Select “Yes, create one” to get

started:

NOTE: The Program Transition Plan will NOT be available to create until the Behavior Support

Plan has been created and transition is recommended.


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Behavior Support Plan Data Entry After selecting “Yes, create one” as indicated on the previous page, the Behavior Support Plan section

opens and is ready for data entry:

Section: Plan Dates


• Plan Implemented Date – Enter the Plan Implemented Date provided on page 3 of the Behavior

Support Plan template. The date must abide by the following rules:

o Must be before the Date Transition Recommended, which is the date the team has

recommended a transition after all interventions have been exhausted.



• Transition Recommended – Select the Transition Recommended option selected on page 3 of

the Behavior Support Plan template. Only one option can be selected.

o NOTE: If there is an active Program Transition Plan in SIS and the Transition

Recommended option is changed from “Yes” to “No”, when this change is saved the

Program Transition Plan will automatically be marked as erroneous.

o NOTE: If there is an erroneous Program Transition Plan in SIS and the Transition

Recommended option is changed from “No” to “Yes”, when this change is saved the

Program Transition Plan will NOT automatically be restored but can be restored

manually if desired.

• Date Transition Recommended – If applicable, enter the Date Transition Recommended

provided on page 3 of the Behavior Support Plan template. The date must abide by the following

rules:



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o Must be after the latest Intervention Date (i.e., the date an intervention occurred)

provided on the Behavior Support Plan.



Section: Signatures Obtained


• Program Staff Signature – Select “Yes” if the program staff member signed their name on page

3 of the Behavior Support Plan template; otherwise, select “No”.

• Program Administrator/Center Director Signature – Select “Yes” if the program

administrator/center director signed their name on page 3 of the Behavior Support Plan

template; otherwise, select “No”.

• Parent/Guardian Signature – Select “Yes” if the parent/guardian signed their name on page 3 of

the Behavior Support Plan template; otherwise, select “No”.

• Qualified Professional Signature – Select “Yes” if the qualified professional signed their name

on page 3 of the Behavior Support Plan template; otherwise, select “No”.

Section: Interventions

Select on the right side of the Interventions section to open the Add Intervention window to add

intervention details:


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Add Intervention details


• Intervention Date – Enter the Intervention Date provided on page 4 of the Behavior Support

Plan template. The date must abide by the following rules:


o Must be before the Plan Implemented Date provided on the Program Transition Plan (if

applicable).



• Intervention Type – Select the Intervention Type option selected on page 4 of the Behavior

Support Plan template. Only one option can be selected.

• Intervention Reason – Select the Intervention Reason option selected on page 4 of the Behavior

Support Plan template. Only one option can be selected.

Qualified Professional details

As indicated in the instructions for completing the Behavior Support Plan template, the qualified

professional details can only be completed when the Intervention Type is one of the following:

• Developmental Screening

• Referrals to Community Resources

• Referral to Mental Health Consultant

• Referral to Child’s Health Care Provider

When the Intervention Type selected is one of the options above, complete these fields as follows:

• Qualified Professional Type – Select the Type of Qualified Professional option selected on page

4 of the Behavior Support Plan template. Only one option can be selected.

• First Name – Enter the Qualified Professional’s First Name provided on page 4 of the Behavior

Support Plan template.

• Last Name – Enter the Qualified Professional’s Last Name provided on page 4 of the Behavior

Support Plan template.

• Hours with Program Leaders – Enter the Number of Contact Hours with Program Leaders

provided on page 4 of the Behavior Support Plan template.

• Hours with Program Staff – Enter the Number of Contact Hours with Program Staff provided on

page 4 of the Behavior Support Plan template.

• Hours with Family – Enter the Number of Contact Hours with Family provided on page 4 of the

Behavior Support Plan template.

After providing all required data, select “Add” to save the data provided and create an Intervention

record, or “Close” to close the window without saving any data provided.

When the data is saved, an intervention record is added to the Interventions section of the Behavior

Support Plan:


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Additional Features in the Interventions Section

The number, , next to the “Interventions” section name will continue to increment as additional

intervention records are added. The number will decrement when intervention records are deleted.

Select on the right side of the Interventions section again to add another intervention record as

detailed above. Add as many intervention records as needed.

Once an intervention record has been added, one or more details can be updated by selecting in

the Actions column at the right of the record. This opens the Edit Intervention window:

Make updates as needed to the intervention and/or qualified professional data, and then select

“Update” to save updates to the data, or “Close” to close the window without saving any updates.


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The next icon in the Actions column is for deleting an intervention record. If there is only one

intervention record, the appears as inactive. Since there must always be at least one intervention

record on a Behavior Support Plan, nothing will happen when this inactive icon is selected for the only

intervention record.

When there are at least two intervention records, the appears as active for each intervention record,

so that any of them can be deleted if needed. However, once there is only one intervention record left,

the icon appears inactive again as shown above.

Create or Cancel the Behavior Support Plan

Below the Interventions section, select “Create” to save the data provided and create the Behavior

Support Plan; select “Cancel” if the Behavior Support Plan should not be created:

Once the Behavior Support Plan is created, the options below the Interventions section change to

“Make Erroneous” and “Save”:


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Save the Behavior Support Plan or make it Erroneous

Select “Save” after making any additional changes to the data provided. If the Behavior Support Plan

was created by mistake or is no longer needed, select “Make Erroneous”.

When “Make Erroneous” is selected, the details of the Behavior Support Plan become view-only and the

only options available are to restore the plan or go back to the enrollment:

Restore the Behavior Support Plan

If the Behavior Support Plan was marked erroneous by mistake or needs to be re-enabled for any

reason, select “Yes, restore plan” indicated above to re-enable the Plan to its previous state with all data

accessible:


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To finish restoring the Behavior Support Plan, select “Save to Finish Restore” as indicated above.

NOTE: There are no available options for the Program Transition Plan until the Behavior Support Plan

has been fully restored.

Program Transition Plan Data Entry Once the Behavior Support Plan has been created, there are options to create the Program Transition

Plan or go back to the enrollment. Select “Yes, create one” to get started:

After selecting “Yes, create one”, the Program Transition Plan section opens and is ready for data entry:


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Section: Details


• Transition Reason – Select the Transition Reason option selected on page 2 of the Program

Transition Plan template. Only one option can be selected.

• Plan Implemented Date – Enter the Date / Plan Implemented provided on page 2 of the

Program Transition Plan template. The date must abide by the following rules:

o Must be after the Date Transition Recommended provided on the Behavior Support

Plan.


• ISBE Notification Date – Enter the Date / ISBE Notification provided on page 2 of the Program

Transition Plan template. The date must be no later than two weeks after the initiation of the

transition plan, and must abide by the following rules:



Section: Qualified Professional


• Qualified Professional Type – Select the Type of Qualified Professional option selected on page

2 of the Program Transition Plan template. Only one option can be selected.

• First Name – Enter the Qualified Professional’s First Name provided on page 2 of the Program

Transition Plan template.

• Last Name – Enter the Qualified Professional’s Last Name provided on page 2 of the Program


• Hours with Program Leaders – Enter the Number of Contact Hours with Program Leaders

provided on page 2 of the Program Transition Plan template.

• Hours with Program Staff – Enter the Number of Contact Hours with Program Staff provided on

page 2 of the Program Transition Plan template.

• Hours with Family – Enter the Number of Contact Hours with Family provided on page 2 of the

Program Transition Plan template.

Section: Transitioned To Program


• Program Name – Enter the Transitioned Program Name provided on page 2 of the Program


• Transitioned Date – Enter the Transitioned Date provided on page 2 of the Program Transition

Plan. The date must abide by the following rules:

o Must be after the Plan Implemented Date provided on the Program Transition Plan.


• Serving RCDTS – Enter the RCDTS code provided on page 2 of the Program Transition Plan

template, if applicable.

• DCFS License – Enter the DCFS License number provided on page 2 of the Program Transition

Plan template, if applicable.


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• City – Enter the Transitioned Program City provided on page 2 of the Program Transition Plan

template.

• State – Select the State option based on the State provided on page 2 of the Program Transition

Plan template.

• Zip Code – Enter the ZIP Code provided on page 2 of the Program Transition Plan template.

• Referral Status – Select the Referral Status option selected on page 2 of the Program Transition

Plan template. If no option was selected on the template, select the “No referral” option in SIS.

Only one option can be selected.

Section: Signatures Obtained


• Program Staff Signature – Select “Yes” if the program staff member signed their name on page

5 of the Program Transition Plan template; otherwise, select “No”.

• Program Administrator/Center Director Signature – Select “Yes” if the program

administrator/center director signed their name on page 5 of the Program Transition Plan

template; otherwise, select “No”.

• Parent/Guardian Signature – Select “Yes” if the parent/guardian signed their name on page 5 of

the Program Transition Plan template; otherwise, select “No”.

• Qualified Professional Signature – Select “Yes” if the qualified professional signed their name

on page 5 of the Program Transition Plan template; otherwise, select “No”.

Create or Cancel the Program Transition Plan

Below the Signatures Obtained section, select “Create” to save the data provided and create the

Program Transition Plan; select “Cancel” if the Program Transition Plan should not be created:

Once the Program Transition Plan is created, the options below the Signatures Obtained section change

to “Make Erroneous” and “Save”:


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Save the Program Transition Plan or make it Erroneous

Select “Save” after making any additional changes to the data provided. If the Program Transition Plan

was created by mistake or is no longer needed, select “Make Erroneous”.

When “Make Erroneous” is selected, the details of the Program Transition Plan become view-only and

the only options available are to restore the plan or go back to the enrollment:


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Restore the Program Transition Plan

If the Program Transition Plan was marked erroneous by mistake or needs to be re-enabled for any

reason, select “Yes, restore plan” indicated above to re-enable the Plan to its previous state with all data

accessible:

To finish restoring the Program Transition Plan, select “Save to Finish Restore” as indicated above.

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